cmi level 7 qualifications in leadership coaching and mentoring … · 2016-03-02 · cmi level 7...

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CMI Level 7 Qualifications in Leadership Coaching and Mentoring (QCF) Syllabus June 2013 – Version 2

CMI Level 7 Qualifications in Leadership Coaching and Mentoring (QCF) Syllabus

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Contents

Page Qualification objective 3

Titles and reference numbers 3

Accreditation dates 3

Progression 3

Entry and recruitment requirements 4

Equivalences 4

About CMI Units 4

Rules of combination 5

Delivery of CMI qualifications 6

Assessment and verification 6

Word Count and Appendices 7

External Assessment 7

Recognition of Prior Learning and achievement 8

Accessibility of CMI qualifications 8

Chartered Manager 8

CMI Membership 8

Study resources 9

Units

Unit 7015V1 Coaching and mentoring within organisational culture 11

Unit 7016V1 Coaching and mentoring policies 19

Unit 7017V1 Organisational coaching and mentoring 26

Unit 7018V1 Strategic impact of coaching and mentoring 31

Unit 7019V1 Embedding coaching and mentoring in the organisation 35

Unit 7020V1 Leadership coaching and mentoring skills 38

Unit 7002V1 Developing performance management strategies 46

Unit 7010V1 Implementing organisational change strategies 51

Unit 6001V1 Managing organisational culture 57

Unit 6004V1 Leading equality and diversity 61


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Qualification objective

These qualifications are designed for managers and leaders who have the authority and responsibility for developing and implementing a coaching and mentoring strategy across the organisation. The qualifications require managers and leaders to build on their strategic management and leadership skills and to focus on the requirements of embedding the organisation’s strategy.

Titles and reference numbers The titles given below are the titles as they will appear on the qualification when awarded to the Learner. The qualification reference number is the number allocated to the qualification by the Regulator at the time of accreditation, which confirms that this is a fundable qualification on the QCF and on the Register. The CMI code is the code which should be used when registering Learners with CMI. Each unit also has a unique QCF unit number – this appears with the content of each unit at the end of this document. In accordance with Ofqual Condition E2, an awarding organisation must ensure that each qualification which it makes available, or proposes to make available, has a title which it uses consistently in its advertising and in its communications with users of qualifications. This includes:

The name of the awarding organisation

The level of the qualification

The type of qualification (where the qualification has a type)

A concise indication of the content of the qualification

Any Endorsement known at the time the qualification is submitted to the Register Therefore all CMI Centres must use the full qualification title as per below when advertising or making reference to the qualifications.

CMI Code

Title Qualification

reference number

7A2V1 CMI Level 7 Award in Leadership Coaching and Mentoring (QCF)

600/9461/8

7C2V1 CMI Level 7 Certificate in Leadership Coaching and Mentoring (QCF)

600/9462/X

7D2V1 CMI Level 7 Diploma in Leadership Coaching and Mentoring (QCF)

600/9458/8

Accreditation dates These qualifications are accredited from 1

st September 2013, and the operational start date in

CMI Centres is 1st January 2014. The accreditation ends on 31

st August 2018.

Progression

CMI would recommend the below qualifications as a possible progression route, once completing the Leadership Coaching and Mentoring qualifications:

CMI Level 7 Qualifications in Strategic Management and Leadership (QCF)

CMI Level 8 Qualifications in Strategic Direction and Leadership (QCF)


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Please see also the CMI Website for further information on CMI’s portfolio of Level 7 and Level 8 qualifications.

Entry and recruitment requirements

These qualifications can be offered to Learners from age 19. CMI does not specify entry requirements for these qualifications, but Centres are required to ensure that Learners admitted to the programme have sufficient capability at the right level to undertake the learning and assessment. CMI Centres must ensure Learners are recruited with integrity onto appropriate qualifications that will:

meet their needs

enable and facilitate learning and achievement

enable progression

In order to achieve this, the CMI Centre will need to:

Provide relevant programme information, guidance and advice, to enable informed Learner choice

Publish entry and selection criteria

Demonstrate that Learners are recruited with integrity

Carry out a comprehensive Learner induction that: o addresses programme and organisational requirements o explains Learner facilities o identifies Learners’ development needs o develops an Individual Learning Plan

The qualification is offered in the medium of the English Language.

Equivalences

CMI qualifications at QCF Level 7 portray practical skills and competences that are rated in academic terms as being comparable to Master’s Degrees, Integrated Master’s Degrees, Postgraduate Diplomas, Postgraduate Certificate in Education (PGCE) and Postgraduate Certificates.

About CMI Unit

Credit value is defined as being the number of credits that may be awarded to a Learner for

the successful achievement of the learning outcomes of a unit.

The QCF credit value of the unit will remain constant in all contexts, regardless of the

assessment method used or the qualification(s) to which it contributes. Learners will only be

awarded credits for the successful completion of whole units. (One credit is awarded for those

learning outcomes achievable in 10 hours of learning time).

Learning time is defined as the amount of time a Learner at the level of the unit is expected

to take, on average, to complete the learning outcomes of the unit to the standard determined

by the assessment criteria.

Guided Learning Hours is defined as the number of hours of teacher-supervised or directed

study time required to teach a qualification or unit of a qualification.


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Rules of combination Rules of combination are defined as being a description of the credit accumulation requirements for the achievement of a named qualification. The rules of combination much be adhered to in order to achieve the qualification. CMI Level 7 Award in Leadership Coaching and Mentoring (QCF) Learners need to complete any combination of units to a minimum of 6 credits to achieve this qualification.

Unit Number Unit Name Credits GLH

Unit 7015V1 Coaching and mentoring within organisational culture 7 30 Unit 7016V1 Coaching and mentoring policies 6 25 Unit 7017V1 Organisational coaching and mentoring 6 25 Unit 7018V1 Strategic impact of coaching and mentoring 6 30

Unit 7019V1 Embedding coaching and mentoring in the organisation

7 30

Unit 7020V1 Leadership coaching and mentoring skills 7 30

CMI Level 7 Certificate in Leadership Coaching and Mentoring (QCF) Learners need to complete any combination of units to a minimum of 13 credits to achieve this qualification.


Unit 7015V1 Coaching and mentoring within organisational culture 7 30 Unit 7016V1 Coaching and mentoring policies 6 25 Unit 7017V1 Organisational coaching and mentoring 6 25 Unit 7018V1 Strategic impact of coaching and mentoring 6 30


7 30

Unit 7020V1 Leadership coaching and mentoring skills 7 30

CMI Level 7 Diploma in Leadership Coaching and Mentoring (QCF) Learners need to complete all Group A units and any combination of units to a minimum of 7 credits from Group B. Learners need to complete a minimum of 46 credits to achieve this qualification.

Group A


Unit 7015V1 Coaching and mentoring within organisational culture 7 30 Unit 7016V1 Coaching and mentoring policies 6 25 Unit 7017V1 Organisational coaching and mentoring 6 25 Unit 7018V1 Strategic impact of coaching and mentoring 6 30 Unit 7002V1 Developing performance management strategies 7 25 Unit 7020V1 Leadership coaching and mentoring skills 7 30 Group B


7 30

Unit 7010V1 Implementing organisational change strategies 7 25 Unit 6001V1 Managing organisational culture 7 30 Unit 6004V1 Leading equality and diversity 7 30


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Delivery of CMI qualifications

CMI do not specify the mode of delivery for its qualifications at Level 7, therefore CMI Centres are free to deliver the Level 7 qualifications using any mode of delivery that meets the needs of their Learners. However CMI Centres should consider the Learners’ complete learning experience when designing the learning programmes. CMI Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly discriminate, whether direct or indirect and that equality of opportunity is promoted. Where it is reasonable and practical to do so, it will take steps to address identified inequalities or barriers that may arise. Guided learning hours (GLH) which are listed on the CMI unit gives the CMI Centres the number of hours of teacher-supervised or direct study time required to teach a unit of a qualification. Please ensure that the content of the Centre Delivery plan are approved by the CMI Quality Manager/Auditor. For CMI requirements regarding Tutor/Deliverers of CMI qualifications please refer to the CMI Centre Handbook for more information.

Assessment and verification The criteria of the assessment of a CMI Level 7 qualification (QCF) will be to meet the assessment criteria detailed within each individual unit. The primary interface with the Learner is the Assessor whose job it is to assess the evidence presented by the Learner. The Assessor should provide an audit trail showing how the judgement of the Learner’s overall achievement has been arrived at. The CMI Centre’s assessment plan, to be agreed with the Quality Manager, should include a matrix for each qualification showing how each unit is to be assessed against the relevant criteria and which specific piece or pieces of work will be identified in relation to each unit. It should also show how assessment is scheduled into the delivery programme. In designing the individual tasks and activities, CMI Centres must ensure that:

The selected assessment task/activity is relevant to the content of the unit

There are clear instructions given to Learners as to what is expected

Learners are clearly told how long the assessment will take (if it is a timed activity), and what reference or other material they may use (if any) to complete it

The language used in the assessment is free from any bias

The language and technical terms used are at the appropriate level for the Learners

In addition to the specific assessment criteria in each unit, the Learner’s work must be:

Accurate, current and authentic

Relevant in depth and breadth and must also show the Learner’s:

Clear grasp of concepts

Ability to link theory to practice, and

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Ability to communicate clearly in the relevant discipline at the expected level for the qualification

There is no grading system for CMI qualifications, and external moderation of Learners’ work only confirms that the required criteria for achievement have been met. Centres are, however, free to apply their own grade scales, but it must be understood that these are completely separate from the CMI qualification. It is important to ensure consistency of assessment, and that demands made on Learners are comparable within and between CMI Centres. A number of assessment methods can be used.

Centres are encouraged to use a range of methods to ensure that all the learning outcomes and assessment criteria are met, and to enhance Learners’ development. Assessment methods can include:

Case studies

Role play

Time constrained tests

Examinations

Assignments

Reports

Integrated work activities

Viva voce

Projects

Presentations In some instances, as well as written work, use can be made of technology. It is important, however, to ensure sufficient traceability for assessment and verification. For CMI requirements regarding Assessors and Internal Verifiers of CMI qualifications please refer to the CMI Centre Handbook for more information. For further information on preferred methods of assessment, please refer to the qualification syllabus.

Word Count and Appendices The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 7. The amount and volume of work for each unit at this level should be broadly comparable to a word count of 3000 - 3500 words.

Learner work should aim to minimise the amount of unnecessary attachments or appendices. Information that is essential to the Learners work in order to meet the learning outcomes and assessment criteria should be included within the main body of the report. However, CMI understands that from time to time a Learner may need to include additional supporting information which enhances the overall work and it is recommended that it is kept to a minimum and does not over-exceed.

External Assessment As part of our dedicated service, Chartered Management Institute (CMI) Awarding Body offers the opportunity for all centres to have their Learner’s assignments Externally Assessed. Some CMI Centres choose to send one assignment of the qualification to be externally assessed, as it gives the Learner a CMI quality stamp, as it is marked and assessed by the Awarding Body.



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This service provides CMI Centres with a simplistic, professional and cost effective way to get their CMI Learner’s work assessed and certificated within a six week period, for £30 per assignment (excluding VAT). Further information on this service and the units for which it is available appears on the CMI website.

Recognition of Prior Learning and Achievement The Qualifications Credit Framework (QCF) is based on the principle of credit accumulation and transfer. Within this suite of qualifications, Learners have the opportunity to build their achievements from a single unit into a full Diploma. CMI will publish on its website which units and qualifications from other Awarding Bodies can be recognised for credit transfer and exemption. Credit transfer in the QCF will be based on confirmation of achievement of QCF numbered units. Click here for the Progressions and Exemptions list. There will of course still be instances where Learners will wish to claim recognition of prior learning which has not been formally assessed and accredited. In those instances, Centres are free, after discussion and agreement with their Quality Manager, to allow these Learners direct access to the relevant assessment for the unit, without unnecessary repetition of learning.

Accessibility of CMI qualifications There may be incidents where Learners may require special consideration and reasonable adjustments to the delivery and assessment of qualifications. In the event of this, Centres should notify their allocated Quality Manager and CMI.

Chartered Manager

Chartered Managers are consistent high performers, committed to current best practice and ethical standards A unique designation, exclusively awarded by the Chartered Management Institute, Chartered Manager embodies a professional approach to management through knowledge, competence, professional standards and commitment to continuing professional development (CPD). To find out more about how to become a Chartered Manager please click here.

CMI Learner membership

If an individual is not already in membership at the time of registering on a CMI qualification then he/she can be registered for learner membership in two ways. Option 1, is for Centre’s that have chosen to pay for the learner membership, in this case membership will be activated automatically upon learner registration. Option 2, is if you wish your learners to fund their own membership. This can be done online by the learner via the membership activation page using this link http://www.managers.org.uk/studentmembership. Activation of learner membership is at a cost of £25.00, for a period of 12 months or the duration of the qualification (whichever is longer) and as an Affiliate of CMI, although there

http://www.managers.org.uk/training-development-amp-qualifications/delivering-management-qualifications/current-centres-hub/cen

http://www.managers.org.uk/training-development-amp-qualifications/delivering-management-qualifications/current-centres-hub/cen

http://www.managers.org.uk/training-development-qualifications/delivering-management-qualifications/centre-resources/support-materials/forms

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may be the opportunity to upgrade during this time dependant on successfully completing an assessment with CMI.

Study resources Take advantage of the CMI's management knowledge through ManagementDirect. Our resources, which are unequalled in scope, variety and accessibility, are available to members and are designed to give you the support you need to succeed throughout your studies and management career.

Study Support www.managers.org.uk/study

Study Support is organised by qualification and unit. It brings together a range of materials and resources to assist members in their research and studies. These resources include Management Checklists on key skills and techniques, suggested further reading and links to e-journals. Click on the link ‘Current learners’ to view your course and study materials. A series of Study Guides will help you to cope with the stresses and demands of study, while our expanding Management Models series provide a one-page overview of some of the more widely used techniques. View all our exciting resources by category in our updated Management Direct.

Management Direct www.managers.org.uk/mgtdirect

It’s fast, accurate and free to members

Management Direct is an effortless retrieval facility which delivers the full range of CMI resources on management skills and practice.

Multimedia resources – 60 Leader Videos, CMI podcasts and e-learning modules

Authoritative definitions of management terms

225 Management Checklists and 60 Management Thinker profiles

Downloadable articles and research

Lists of books and articles which are available from our management library All these resources are freely available to members from one source where you can search by subject. Definitions give you a headline understanding of topic; Checklists and Models provide the essentials; and books and articles enable you to research further. Depending on your need you choose how far you want to go.

For in depth research try our e-journals service www.managers.org.uk/ejournals

The Chartered Management Institute has joined forces with EBSCO Information Services to offer members access to Business Source: Corporate, a database providing direct access to articles on management and business from a range of academic journals and business magazines. Members also have access to country, company and industry reports from leading providers.

CMI Library www.managers.org.uk/library

The CMI Library database offers members access to CMI’s database of books, reports and documents on management techniques and practice. The database provides abstracted references to help you identify appropriate resources.

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http://www.managers.org.uk/ejournals

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You can search by a wide range of criteria; download content and export lists of resources. Members (within the UK) can submit requests to borrow books and pamphlets from the library.

E-books www.managers.org.uk/ebooks

Our collection of e-books provides you with 24 hour access to a selection of general management and consulting textbooks. Search through each book for specific content or use the chapter index to browse. E-books are available when you need them – no more waiting for a book to be returned to the library.

Management Community www.managers.org.uk/community

Network with other students or managers through our new community. Go online and share ideas, discuss problems, find solutions and build your online profile.

Contact CMI’s Information Services Enquiry line: 01536 207400 or email: [email protected]

The Information Centre is open to visitors Monday - Friday 9am - 5pm

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Title: Coaching and mentoring within organisational culture CMI’s Unique Selling Point (USP) is that our centres can deliver

and assess our qualifications in a variety of ways, provided the

learner demonstrates achievement of the assessment criteria.

The good practice details offered below aim to support our USP

and at the same time give our centres an idea of the type of

evidence of knowledge, understanding or ability that we would

wish to see from learners.

When assessing this unit please be aware that the learner has

to meet all the assessment criteria in order to pass. The unit is

written using framework level descriptors and the assessment

criteria is at a level 7 level of difficulty.

Unit aim: This unit is about linking coaching and mentoring to strategic performance

objectives, the impact of culture on coaching and mentoring and the

impact of coaching and mentoring on culture.

Level: 7 Unit Number: 7015V1 QCF Unit

Number

R/504/9061

Credit value: 7 Guided Learning

Hours

30

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Be able to demonstrate the links between strategic performance and coaching and mentoring

1.1 Identify the links between individual, team and departmental performance objectives and organisational strategic performance objectives

PLEASE NOTE: Learners are required to address all assessment criteria within the unit. Certain of these criteria identify coaching and mentoring separately such that candidates will need to make distinctions in the context of their responses based on the differences between these disciplines – for more guidance please speak with your tutor.

1.1 Learners should provide a suitable context (including organisational) and an introduction for this assessment which will, ideally, include a recognised definition of coaching and of mentoring. Contributors to the body of knowledge regarding coaching and mentoring include; Downey, Goleman, Hawkins and Smith, Whitmore and, Megginson and Clutterbuck. There is also a rich source of information and research available on the web and though specialist magazines and recognised texts. Examples of coaching and mentoring policies can also be found


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1.2 Demonstrate how the relationship between individual, team and departmental performance development links to coaching

1.3 Demonstrate how the relationship between individual, team and departmental performance development links to mentoring

1.4 Develop a case that coaching and mentoring can benefit organisational strategic performance objectives through individual, team and departmental performance development

on the web and those produced by educational establishments and the public sector usually make excellent authentic resources. Such policies and procedures are useful in this context in that they often articulate the relationship to organisational performance/culture which supports many of the assessment criteria for this module.

Usefully commencing with a definition of performance objectives as a component of strategic performance management and the linkages between individual, team and departmental objectives through to the wider vision and mission of the organisation, the Learner may wish to engage with theoretical perspectives including but not limited to:

The Golden Thread principle

Approaches that inform the creation of performance objectives such as the use of critical success factors (CSFs), balanced scorecards, EFQM or others used within own organisation

1.2 & 1.3 Readily co-joined with the narrative above as a sustained piece, once the relationship between individual performance and contribution to the achievement of team, departmental and organisational goals is established then, the rationale for coaching and mentoring as a performance improvement/development approach can be readily made.

1.4 It may be useful to outline some of the benefits of coaching and mentoring in supporting performance improvement/development and the achievement of objectives for individuals, teams and departments. Learners, where possible, should integrate the characteristics of their own


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organisation into this narrative in order to demonstrate the potential for coaching and mentoring to drive organisational performance and development in context.

Areas that may be of relevance to consider here include (but are not confined to) the following:

Coaching and mentoring acts as an enabler at the individual level to create a sustained development opportunity for that individual. The potential value of this would be that the individual’s development could be more rounded, contextualised, personalised and, potentially better assimilated resulting in enhanced performance and development overall

Coaching and mentoring promotes communications, developmental, and cultural impacts resulting from collaboration, relationship building, trust, respect, support, formalising informal networks, disseminating good practice, connectivity etc

Coaching and mentoring allows more staff to become involved in leadership and organisational development (distributed leadership, distributed learning opportunities)

Coaching and mentoring leverages experience and knowledge; sharing personal and professional growth and development (both ways: mentor/coach and mentee/coachee). Assists organisations when preparing for succession.

Establishing the key principles of coaching i.e. awareness and responsibility, supports opportunities for effective change management, individual, group and organisational development


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1.5 Conduct a cost/benefit analysis of a coaching and mentoring process to support achievement of organisational strategic performance objectives

1.5 In constructing a cost and benefit analysis that demonstrates the achievement of organisational strategic performance indicators, Learners may or may not be able to access relevant specific financial information. If the latter is the case it would still be appropriate for the Learner to identify ‘areas’ of cost and benefit in order that this criteria might be addressed; some examples are listed below but, where possible, these should be linked to the Learner’s own organisational setting.

Costs:

Staff time (coaches, mentors, coachees, mentees) including staff cover for coaching and mentoring activities and supervision of coaches and mentors; lost ‘opportunity cost’ e.g. loss of chargeable time whilst participating in coaching and mentoring activity

Cost of training, qualifications, accreditations

Administration and management time for the initiative

‘Housekeeping’ items: stationery, accommodation etc

Cost of launching and publicising/communicating the initiative

Benefits:

It should be borne in mind that, in actuality, establishing ‘impact’ and ‘effect’ is often a difficult causal link to demonstrate from a specific development activity, and Learners could consider how (ideally in their own organisational context), the value of coaching and mentoring would manifest in order that the ‘return on investment (ROI) or ‘return on expectations’ of the coaching and mentoring programme can be measured appropriately.

An example of this could be that one of the objectives for a coaching programme might be to reduce a high turnover rate in


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the population of new managers. This would, in turn inform the measures/metrics that might be engaged as part of the review and evaluation process to identify impact/effect.

Other examples of ways in which impact/effect might be demonstrated could include, but are not confined to:

Using a performance improvement cycle to demonstrate how issues have been addressed through coaching and mentoring

Through appraisal or supervision processes or other methods of performance review against a framework of objectives

By establishing a baseline measure for areas of organisational, team or individual performance that require improvement through coaching and mentoring; thus enabling changes to performance to be identified e.g. turnover levels in a department, levels of competence, absence levels

2. Understand the impact of organisational culture on coaching and mentoring

2.1 Determine how organisational culture can impact on coaching

2.2 Determine how organisational culture can impact on mentoring

2.3 Evaluate the current cultural influences that may inhibit coaching

2.4 Evaluate the current cultural influences that may inhibit mentoring

2.5 Evaluate the current cultural influences that may support coaching

2.6 Evaluate the current cultural influences that may support mentoring

2.1-2.6 This learning outcome would benefit from an introductory statement that defines what is meant by ‘organisational culture’ ideally, supporting this with references from recognised contributors to the body of knowledge that include (but are not limited to): Morgan, Schein, Handy, Huczynski and Buchanan, Hofstede, Johnson and Scholes and many others. A highly illustrative means of depicting organisational culture is to use the ‘cultural web’ model (Johnson and Scholes and others) and, Learners could consider using this to illustrate their own organisational culture and the influences within it. It would also add value to explore and juxtapose what is meant by the term ‘coaching culture’. Contributors here include: Clutterbuck and Megginson, Hardingham et al, and Caplan.


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The assessment criteria for LO2 are closely interrelated and can readily be covered through a narrative that considers aspects of organisational culture that will support or inhibit, thus impacting upon the efficacy of coaching and mentoring interventions. Learners should be careful to ‘separate’ out different impacts where relevant where these specifically relate to coaching OR mentoring, thus recognising the differences between them.

Influences and aspects of culture that may be considered include:

Power structures and control systems

Organisational values, behaviours and norms

Management and leadership style

The extent that there is ‘buy in’ from senior management

A worked example of an aspect of culture that could ‘inhibit’ might be the ‘style of leadership’ within the organisation. Thus, a highly autocratic, power centric (command and control) style will be less welcoming and supportive of coaching and mentoring due to the distributed leadership it encourages and the knowledge transfer that occurs (where this is perceived to dilute power).

3. Understand how coaching and mentoring can impact the organisation

3.1 Discuss the use of coaching to contribute towards performance management

3.2 Discuss the use of mentoring to contribute towards

Aspects of this learning outcome can be supported by the work and research undertaken by the Learner in respect of most of the criteria above as follows:

3.1 & 3.2 These criterion share many of the aspects covered in LO1 above. A specific recognition of the need to explicitly embed coaching and mentoring as part of the organisational architecture and strategies around performance management is


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performance management

3.3 Determine the need for board level endorsement of coaching

3.4 Determine the need for board level endorsement mentoring

3.5 Determine how coaching can support a range of development issues

3.6 Determine how mentoring can support a range of development issues

3.7 Evaluate the effect of coaching on organisational culture

3.8 Evaluate the effect of mentoring on organisational culture

relevant to these criteria.

3.3 & 3.4 As discovered as part of LO2 above, for coaching and mentoring to be most effective, they need to be embedded and aligned with the organisation’s culture, infrastructure, strategies and procedures. For this to happen it is imperative that coaching and mentoring is supported by the senior management team so that coaching and mentoring has ‘legitimacy’ and recognition within the organisation. This also has a practical dimension in terms of the resources and costs associated with it, and also, the ‘role modelling’ and cues given by senior management that supports integration with the organisation’s culture.

3.5 & 3.6 Linking to AC 3.1, 3.2, 3.3 & 3.4 and thus the content proposed above, a worked example could relate to:

Continuous Professional Development and the notion of the ‘learning organisation’. An appetite on the part of the individual and, institutionally, to create opportunities for lifelong learning and organisational development is well-served by the coaching and mentoring process due to its pervasive, embedded and enduring characteristics. An established coaching and mentoring culture can change the way the organisation provides development and how it addresses issues relating to development.

3.7 & 3.8 These criteria are similarly linked to LO2 above but demonstrate the ‘reverse’ effect i.e. rather than organisational culture impacting and influencing on coaching and mentoring, how coaching and mentoring impact and influence the organisational culture. An example is illustrated as follows:


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Silo’d working practices could be broken down through the use of coaching and mentoring due to the cross working and other practices it promotes such as communications, collaboration, relationship building, trust, respect, support, formalising informal networks, disseminating good practice, connectivity etc.


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Title: Coaching and mentoring policies CMI’s Unique Selling Point (USP) is that our centres can deliver











Unit aim: This unit is about constructing a coaching and mentoring policy and

gaining policy acceptance throughout the organisation.


Number

Y/504/9062


Hours

25

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Be able to construct organisational coaching and mentoring policies

1.1 Demonstrate that coaching and mentoring is a business driver linking individual and strategic performance

Learners should provide a suitable context (including organisational) and an introduction for this assessment which should include a recognised definition of coaching and of mentoring. Contributors to the body of knowledge regarding coaching and mentoring include, significantly, Megginson and Clutterbuck. There is also a rich source of information available on the web and also through specialist magazines and recognised texts. Examples of coaching and mentoring policies can also be found on the web and those used by educational establishments and the public sector usually make good exemplars or the basis for developing one. There are CMI resources also available to support this area of study.

In terms of the specific criteria:

Candidates where possible should integrate the characteristics of their own organisation into this narrative which demonstrates the potential for Coaching and Mentoring to drive organisational


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1.2 Devise a methodology to identify individual operational responsibilities to lead on coaching and mentoring

performance. Areas that may be of relevance to consider here include (but are not confined to) the following:

It acts as an enabler at the individual level to create a sustained development opportunity (as opposed to, say a training programme that may be a short burst or only available on prescribed dates). The potential value of this would be that the individual’s development could be more rounded, contextualised, personalised and, potentially better assimilated resulting in enhanced performance overall.

Communication, development and cultural impacts resulting from collaboration, relationship building, trust, respect, support, formalising informal networks, disseminating good practice, connectivity etc

Enhancing change management approaches

Allowing more staff to be involved in leadership and organisational development (distributed)

Leveraging experience and knowledge; sharing professional growth (both ways: mentor/ coach and mentee/ coachee). Preparing for succession.

Establishing the key principles of coaching i.e. awareness and responsibility which support opportunities for effective change management, individual, group and organisational development

When implementing a coaching programme there are multiple considerations to ensure that the process is operationally successful. This will include the specific assignment of the many tasks and responsibilities relating to the programme. This element could be responded to through, for example, the creation of a proposed implementation or action plan showing responsibilities’ allocations although, this is not a prescription


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1.3 Evaluate how managers can be measured on the effects of their coaching and mentoring

and Learners may use other ways of demonstrating this. The following elements may be contributive to such a plan or narrative outlining the proposed approach:

Identifying a sponsor for the project

Agreeing objectives (at all levels)

Agreeing resource requirements / business planning as needed

Creating a policy and procedures / framework

Creating ‘job’ descriptions for coaches and mentors

Devising communication plans

Launching the initiative

Planning a selection activity to appoint coaches/mentors/ externals as needed

Ongoing scheduling / allocation of coaches and mentors

Planning training for officers involved in the programme

Determining milestones and reviews/ reporting responsibilities

Evaluation and determining impacts

Establishing ‘impact’ and ‘effect’ is often a difficult causal link to demonstrate and Learners should consider how, (ideally in their own organisational context) the value of coaching and mentoring would manifest in order that managers and those involved in the coaching and mentoring programme can be measured appropriately. An example of this could be that one of the objectives for a coaching programme might be to reduce a high turnover rate in the population of new managers. This would, in turn, inform the measures/metrics that might be


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1.4 Develop ethical guidelines to be used in all coaching and mentoring activities

engaged as part of the review and evaluation process to identify impact/effect.

Other examples of ways in which impact/effect might be demonstrated could include, but are not confined to:


Through appraisal or supervision processes or other methods of performance review

By establishing a baseline measure for areas of organisational, team or individual performance that require improvement through coaching and mentoring; thus enabling changes to performance to be identified e.g. turnover levels in a department, levels of competence, absence levels

Learners should be sure to ‘evaluate’ the ways in which managers are measured which will require the learner to justify their recommended approach over others.

Because the introduction of coaching and mentoring can be very powerful and impactful, it is prudent for organisations to establish guidelines, protocols and codes of practice underpinned by a statement of ethics – for example, see Moberg and Velasquez (2004). Many organisations will elect to produce a policy/policy statement to cover these elements which enables those involved in the process to be clear about (amongst other things) : roles, responsibilities, scope, boundaries, behaviours, expectations and confidentiality and thus, to create an environment of trust and ethical probity for the coaching and mentoring process:

Other relevant considerations/contents relating to such guidelines could include but are not limited to:


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1.5 Construct a policy that offers coaching and mentoring for all staff during their employment life cycle

The coaching and mentoring ‘contract’

Confidentiality/privacy provisions

Expected behaviours/avoidance of harm: recognising practices that would harm the process

Beneficiality and autonomy: recognition that fundamental purpose of the coaching /mentoring relationship is to benefit the coachee/mentee and thus what is required from the coach, mentor and organisation to achieve this

Expectations around: fairness, equality and diversity, accessibility etc

Using the above and exemplar policy structures or, the learner’s own organisational policy creation guidelines, the learner should construct a coaching and mentoring policy that considers the longitudinal nature of the process and provides a potentially, career-long support mechanism

2. Be able to demonstrate how impact, support and recognition of coaching and mentoring is accepted in the organisation

2.1 Demonstrate how coaching and mentoring is used to contribute to the performance of all in the organisation

2.2 Determine the support, internal and external, available for coaching and mentoring activities

Linking to 1.1 above, which provides extensive examples, learners should demonstrate how the coaching and mentoring programme impacts upon a range of employees at different levels within the organisation. A key point here is that both mentors/coaches and mentees/coaches are likely to benefit so that there is at the very least, a ‘two way gain’ from the one relationship.

The implementation of coaching and mentoring will require support institutionally to ensure its success. Support may also be related to resources. This element can be considered in terms of the following examples; candidates should also reflect and draw from their own organisational examples where possible:

Internal


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2.3 Determine how coaches and mentors can be recognised for their contribution to the performance of others

Championing of the programme through, ideally, a senior person

Support for the use of staff time (coaches, mentors, coaches, mentees) including staff cover for coaching and mentoring activities

Support through the business planning and budgetary process for the cost of training, qualifications, accreditations

Support for the provision of administration and management time for the initiative

Support for the provision of ‘Housekeeping’ items: such as stationery, accommodation etc

Support for the cost of launching and publicising/communicating the initiative

External

Resources such as guidance and information, information on the web and other media

External consultancy and training

Awarding bodies who accredit coaching programmes and qualifications

Professional networks

Professional bodies for coaching and mentoring

Recognising and celebrating the success of any initiative is a central part of embedding change and is recognised in many change management models (Kotter, ADKAR and many others)

Coaches and mentors can be recognised in many ways for their contribution to institutional programmes and learners should draw from experience of their own organisation for examples


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where possible; these may include, but are not confined to:

Organisational awards

Raising the profile of coaches and mentors through internal communications (success stories etc)

Providing further development such as higher level qualifications

Support for membership of professional bodies

Through the use of 360 feedback methods

As part of the coach/mentor’s appraisal

Informal feedback


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Title: Organisational coaching and mentoring CMI’s Unique Selling Point (USP) is that our centres can

deliver and assess our qualifications in a variety of ways,

provided the learner demonstrates achievement of the

assessment criteria. The good practice details offered

below aim to support our USP and at the same time give

our centres an idea of the type of evidence of knowledge,

understanding or ability that we would wish to see from

learners.

When assessing this unit please be aware that the

learner has to meet all the assessment criteria in order to

pass. The unit is written using framework level

descriptors and the assessment criteria is at a level 7

level of difficulty.

Unit aim: This unit is about initiating organisational coaching and mentoring,

dealing with changes, and the provision of on-going high level support.


Number

D/504/9063


Hours

25

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Be able to analyse the issues involved during the adoption of organisational coaching and mentoring

1.1 Evaluate obstacles to coaching and mentoring from the operational managers’ perspective

1.2 Devise strategies to overcome or minimise the operational managers’ issues

For this criterion you are required to evaluate the obstacles to coaching and mentoring from the operational managers’ perspective. A full response might explore the obstacles at an organisational, business area, team and individual employee level and could include personal barriers to coaching and mentoring.

In devising strategies to overcome or minimise the operational managers’ issues you might explain the differences between mentoring and coaching.

In exploring the possible strategies you might include some of the following:

The coaching and mentoring relationship


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1.3 Analyse those operational areas requiring additional support during adoption of coaching and mentoring

Building trust

Inconsistent/Incongruent messages

Managing expectations

Confidentiality

Referring on

Employee briefing

Organisational culture

Conflicting objectives and demands

Here you are asked to analyse the operational areas that might require additional support during adoption of coaching and mentoring. In making the analysis you could make reference to following areas:

Stress related matters

Work/life balance

Conflict resolution

Increasing performance and productivity

Teamwork

Relationship and communication issues and applying information effectively means

2. Be able to develop changes through the coaching and mentoring process

2.1 Devise a strategy to monitor the impact of coaching and mentoring across the organisation

Here you are required to devise a strategy to monitor the impact of coaching and mentoring across the organisation. In devising your strategy you might include how you would monitor all aspects of the programme and its outputs and outcomes and may build upon the other sections of this assignment.

In developing a methodology for operational managers


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2.2 Develop a methodology for operational managers who under-perform in coaching and mentoring

2.3 Develop a methodology for operational managers who over-perform in coaching and mentoring

who under-perform in coaching and mentoring your answer could have reference to a number of writers including, Perry Zeus and Suzanne Skiffington’s -‘The Complete Guide to Coaching at Work’, where Coaching is defined in a variety of ways including.

Coaching is essentially a conversation

Coaching is about learning

Coaching is about change and transformation

Coaching is about re-inventing oneself,

Coaching is creating new stories, new identities and new futures

Mentor roles and relationships

Encouraging and developing of mentoring skills

What good mentoring and coaching looks like and achieves

When answering this criterion you are looking at a methodology for operational managers who over-perform in coaching and mentoring and in effect the opposite to your answer in 2.2. A full answer could make reference to the focus of the operational manager and some of the following and in so doing define what would be considered acceptable performance:

Coaching and mentoring and learning

Coaching and mentoring and training

Coaching and mentoring and consulting

Coaching and mentoring and change

Coaching and mentoring and counselling


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3. Be able to determine the need for continual high level support for coaching and mentoring

3.1 Determine a method to identify and recognise coaching and mentoring successes

3.2 Evaluate a strategy in response to a less than positive coaching and mentoring experience

3.3 Discuss methods for the strategic managers to demonstrate overt support for the coaching and mentoring process

Here you are required to give a method to identify and recognise coaching and mentoring successes, a good answer could include comments on success factors for the following:

Listening skills

Self-awareness

Giving Feedback

Goal setting and action planning

Creating space

Questioning Skills

Advising skills

Challenging

Effects on individual, team and organisational objectives

This section also has links to criterion 2.1.

This section requires an evaluation of a strategy in response to a less than positive coaching and mentoring experience. You could consider the perspective of the dissatisfied coachee/mentee and the potential ramifications this might have on the individual, team and the reputation of the programme. Here your answer could make reference to a coaching or mentoring model for example the GROW or OSKAR models to provide a focus for your evaluation.

In discussing methods for strategic managers to demonstrate overt support for the coaching and mentoring process you could include reference to :


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The belief and values system in operation within the organisation or team

The positive reinforcement that coaching and mentoring can offer positive outcomes

Sharing mentoring and coaching successes

Promotion of coaches and mentees

Senior managers involved as a mentor or mentee

Senior managers involved as a coach or coachee

Pay and reward strategies


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Title: Strategic impact of coaching and mentoring CMI’s Unique Selling Point (USP) is that our centres can deliver











Unit aim: This unit is about evaluating individual, team and departmental

development from coaching and mentoring, and its impact on strategic

performance objectives.


Number

H/504/9064


Hours

30

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Understand individual, team and departmental development from the coaching and mentoring process

1.1 Analyse changes to culture within the organisation

1.2 Determine how coaching is used to manage individuals,

Organisational culture consists of the habits and accepted norms that underpin how we work; influencing what is and isn’t acceptable in our workplaces. This governs our behaviour at work and so needs to be considered in any organisational change process. It would be useful to start this section by explaining what culture is in an organisation. You could then carry out an analysis of the culture both before and after implementation of the coaching and mentoring process, in order to analyse the changes achieved. You may want to include reference to the work of Charles Handy, Kotter, Kurt Lewin, and/or Johnson and Scholes. A fuller answer would also reference culture change in other organisations who have adopted coaching and mentoring and use this as a basis for comparison with your own organisation.

This section could be started with an explanation of the use of coaching in the work setting. Whether it's a functional team, a


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teams and departments

1.3 Determine how mentoring is used to manage individuals, teams and departments

1.4 Evaluate how coaching is used to share knowledge between individuals, teams and departments

1.5 Evaluate how mentoring is used to share knowledge between individuals, teams and departments

team of managers, or a team working on a specific project, people get most done when they work together effectively.

The inclusion of workplace examples would add value here and demonstrate your understanding of how coaching can be used.

As with 1.2 examples from work practice would be helpful here when determining how mentoring is used in the workplace.

Coaching is directly linked to change and improvement in that it is about enabling the person to move from a challenging position to an improved position by helping them shift their perspective and level of knowledge. You are asked to evaluate how coaching is used to develop knowledge sharing within the organisation. This could be linked to behavioural change. Your evaluation should show that you have looked at this from a range of different perspectives, both positive and negative, acknowledging any potential barriers or difficulties. It would help to use your own organisation as an example.

Mentors use their knowledge and experience to help and guide mentees, who in turn will offer their own knowledge and experiences. This sharing of knowledge expands the organisation's skills base, helps to build strong teams, and impacts on the achievement of objectives and on increasing productivity.

As with AC 1.4, here you could include an evaluation of the use of mentoring in relation to knowledge sharing, using examples from work activities to highlight key points.

2. Understand the effect of coaching and mentoring on strategic performance objectives

2.1 Discuss measures to identify the impact of coaching on strategic performance objectives

Measuring the impact coaching has on achieving objectives is crucial to ensuring the process is fit for purpose and effective in its implementation. There is a need to aggregate outcomes of a range of measures of the impact of coaching throughout the organisation in order to assess the contribution to achievement of strategic performance objectives. Approaches can include formal assessment, achievement of key performance indicators


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2.2 Discuss measures to identify the impact of mentoring on strategic performance objectives

2.3 Evaluate the costs of the coaching process against the benefits obtained

2.4 Evaluate the costs of the mentoring process against the benefits obtained

(KPIs), corporate and HR metrics, progress reports, measuring pre coaching outputs and post coaching outputs and assessing team performance. Other measures could include 360° assessments and staff surveys, both before and after coaching. In your discussions relating to measures used you could include the approaches used and outcomes from work practice. Your work could also reference findings in other organisations for comparison purposes.

Your answer here could take a similar approach to that used at 2.1, but this time looking at the impact of a mentoring programme at strategic level. It would be beneficial to include measures used in the work place in your discussions. Your work could also reference findings in other organisations for comparison purposes.

Measuring the true impact of coaching and realising the value for the organisation as well as the individual also involves evaluating the costs and benefits accrued as a result of the programme. Efficient and effectual coaching is flexible, focused and cost-effective and increases organisational performance, learning and creativity. You may want to introduce cost/benefit analysis or return on investment approaches here relating to the advantages to be gained from coaching. The use of examples from work place activity would be beneficial. Your work could also reference findings in other organisations for comparison purposes.

Mentoring enables professionals to grow, develop and learn new skills under the direction and advice of a skilled mentor. Organisations implement mentoring programmes to align the goals of the company with the professional development of employees. Approaches used to measure the costs of the mentoring process in relation to the benefits include the 360-degree appraisal tool, the post-mentoring evaluation, return on investment (ROI), or return on expectation (ROE) methods. Your work could also reference findings in other organisations


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2.5 Devise a method to share the evaluation of the coaching across the organisation

2.6 Devise a method to share the evaluation of the mentoring across the organisation

for comparison purposes.

Coaching and mentoring programmes should ideally deliver benefits for the individual, teams and the organisation so it is important to evaluate the effectiveness of these approaches in order to elicit organisational learning and quality assure the coaching and mentoring provision. Following on from this is the process of sharing the results of the evaluation and review across the organisation.

When sharing information relating to coaching and mentoring, it is important to work to legal and organisational requirements for the dissemination and use of data. These will vary for each organisation. For example, settings providing services for children or vulnerable people will be acutely aware of the need for confidentiality; adhering to the Data Protection Act 1998 and the Freedom of Information Act 2000.

Methodologies relating to the dissemination of information could include face to face and remote approaches. For example, the compilation of a report, guest speakers, the use of case study material, electronic communication or a presentation in a team or management meeting. Examples from work activity will be useful here, as will those researched and referenced from other sources.


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Title: Embedding coaching and mentoring in the organisation CMI’s Unique Selling Point (USP) is that our centres can deliver











Unit aim: This unit is about strategies to embed coaching and mentoring in the

organisation, and align individual development to meet evolving

organisational objectives.


Number

K/504/9065

Credit value: 7 Guided

Learning Hours

30

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Be able to develop coaching and mentoring for individuals and organisations

1.1 Develop autonomous coaching and mentoring networks within the organisation

If you are not in a position to use your own organisation as the basis for your answers, then it will be necessary to conduct research into how the subject matter has been tackled in other organisations, and to apply academic and behavioural theories and models to critically evaluate findings and draw sound conclusions.

In explaining how you may go about developing autonomous coaching and mentoring networks, your answer would be greatly enhanced by including identification of the risks and other issues that may arise, and how you would formulate strategies for dealing with these.

Similarly, when discussing the implementation of the organisational coaching and mentoring policy, your discussion would benefit from also addressing any risks and issues. You may wish to draw on the experiences of a range of organisations, and to show you have considered a


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1.2 Implement the organisational coaching and mentoring policy

1.3 Develop a network of external coaches and mentors that can support internal coaches and mentors

1.4 Evaluate accreditation and Continuing Professional Development opportunities for coaches and mentors

communications strategy

You may wish to start this section by exploring the concepts and purpose of networking before going on to discuss your strategy for the development of an external support network. It would be helpful to critique this from a range of perspectives - e.g. benefits and drawbacks to network members, the organisation, various employee groups and other stakeholders.

In this section you are asked to make a critical appraisal of the opportunities for accreditation and Continuing Professional Development for coaches and mentors. Your answer should show that you have looked at this from a range of different stakeholder perspectives, and evaluated from a positive and negative standpoint. It would be expected that you acknowledge any limiting factors in terms of availability and cost, and operational capacity, drawing together sound conclusions linked to your findings.

2. Be able to support evolving organisational objectives through coaching and mentoring

2.1 Analyse organisational opportunities that can be exploited through coaching and mentoring

2.2 Devise a knowledge sharing network to operate upwards, downwards and between peers

Here, reference to your own organisation and real opportunities linked to organisational objectives would be helpful. You need to demonstrate that you are able to analyse opportunities that can be exploited through coaching and mentoring programmes, even if your answer is based upon external research into an organisation of your choice. Your analysis could apply some of the wealth of academic and behavioural theories and models. You may wish to research and reference the work of some of the following, Cohen, Tansky, Hale, Schnell, Allen, Eby, Poteet, Lentz, Clutterbuck and Rhodes.

You could demonstrate a sound understanding of knowledge sharing networks through describing your strategy for a vertical and horizontal network in your own organisation. Your answer would be enhanced by a discussion of the purpose and usefulness of such networks. This could be linked to your answer for AC 2.3, in which you will present your strategy for the development of the organisation’s culture. You might firstly


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2.3 Develop a culture that encourages staff to seek coaching and mentoring from customers, suppliers and external benchmarks

2.4 Promote achievements against the core business drivers to justify the coaching and mentoring investment

find it useful to model the existing culture using a recognised framework like the Johnson and Scholes cultural web or another of your choice, and identify where change is required. You could finish by discussing examples of suitable customers, suppliers and external benchmarks, acknowledging any potential pitfalls.

Here you are asked to discuss your strategy for using the achievements and successes of the programme to justify the investment. You might consider including how achievements will be identified, measured and monitored against business drivers – and how they will be distinguished from achievements gained through other performance initiatives. You might acknowledge the impact of internal politics and personalities and your influencing strategies, including use of communications channels. You could also use models like the balanced scorecard as a means of categorising achievements – there may be other more appropriate to your organisation.


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Title: Leadership coaching and mentoring skills CMI’s Unique Selling Point (USP) is that our centres can


provided the learner demonstrates achievement of the

assessment criteria. The good practice details offered

below aim to support our USP and at the same time give

our centres an idea of the type of evidence of knowledge,

understanding or ability that we would wish to see from

learners.

When assessing this unit please be aware that the learner

has to meet all the assessment criteria in order to pass.

The unit is written using framework level descriptors and

the assessment criteria is at a level 7 level of difficulty.

Unit aim: This unit is about developing skills and practices that support coaching and

mentoring activities across the organisation.


Number

M/504/9066


Hours

30

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Understand how coaching and mentoring programmes support business objectives

1.1 Evaluate the benefits of coaching to an organisation

1.2 Evaluate the benefits of mentoring to an organisation

1.3 Assess how coaching programmes support business objectives

1.4 Assess how mentoring programmes support business objectives

Learners should provide a suitable context and introduction for this assessment which should include a definition of coaching and one of mentoring also. Contributors to the body of knowledge regarding coaching and mentoring include Megginson and Clutterbuck and there is also a rich source of information available on the web, though specialist magazines and recognised texts.

In terms of the specific criteria:

AC’s 1.1, 1.2, 1.3 & 1.4 can be readily responded to together. Learners should be sure to ‘evaluate’ rather than simply ‘list’ or ‘identify’ when responding to the criteria. For example, a benefit of coaching to an organisation could be that it enables individuals to have a sustained development opportunity as opposed to, say a training programme that may be short burst or only available on


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1.5 Develop guidelines and protocols for programmes based on accepted coaching and mentoring theory and practice

1.6 Develop a coherent, congruent statement of ethics for coaching and mentoring programmes and activities across the organisation

prescribed dates. The potential value of this would be that the individual’s development could be more rounded, contextualised, personalised and, potentially better assimilated and produce enhanced performance overall. Other relevant areas worthy of consideration for these criteria include but are not limited to:

Improvements in communication

Cultural impact (collaboration, relationship building, trust, respect, support, formalising informal networks, disseminating good practice, connectivity etc)

Enhancing change management approaches

Allowing more staff to be involved in leadership

Leveraging experience and knowledge; sharing professional growth

Establishing the key principles of coaching i.e. awareness and responsibility which support opportunities for effective change, individual, group and organisational development

Because the introduction of coaching and mentoring can be very powerful and impactful, it is prudent for organisations to establish guidelines, protocols and codes of practice underpinned by a statement of ethics - see Moberg and Velasquez (2004). Many organisations will elect to produce a policy to cover these elements. Such a policy and or procedures and its contents enable those involved in the process to be clear about (amongst other things) : roles, responsibilities, scope, boundaries, behaviours, expectations and confidentiality and thus, to create an environment of trust for the coaching and mentoring process:


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Other relevant considerations / contents relating to this could include but are not limited to:

The coaching and mentoring contract

Confidentiality/privacy provisions

Expected behaviours / avoidance of harm: recognising practices that would harm the process

Beneficiality and autonomy: recognition that fundamental purpose of the coaching / mentoring relationship is to benefit the coachee/ mentee and thus what is required from the coach, mentor and organisation to achieve this

Expectations around: fairness, equality and diversity

2. Understand the implementation of coaching and mentoring to achieve organisational objectives

2.1 Discuss the organisational and resource implications of coaching

2.2 Discuss the organisational and resource implications of mentoring

The implementation of coaching and mentoring will

usually have resource implications for an organisation;

these can include:

Staff time (coaches, mentors, coaches, mentees)

including staff cover for coaching and mentoring

activities

Cost of training, qualifications, accreditations

Administration and management time for the

initiative

‘Housekeeping’ items: stationery, accommodation

etc

Cost of launching and publicising / communicating

the initiative


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2.3 Explain how to overcome organisational and individual resistance to the implementation of coaching

2.4 Explain how to overcome organisational and individual resistance to the implementation of mentoring

Most changes within organisations will meet either

resistance of ambivalence towards it and, thus, the

implementation of a coaching and/or mentoring initiative

would probably (to a greater or lesser extent) need to be

‘change managed’. Learners can use recognised change

theory and models to explain how they would overcome

such resistance but should ensure that their discussion

remains focused on the implementation of coaching and

mentoring, rather than a broader discussion on change

management per se. The discussion should ensure that

the ‘nature’ of resistance to such an initiative is

considered, relevant change models and tools could

include but are not limited to the following (and should be

selected on the basis of their applicability in context) :

ADKAR

Kotter’s 8 Steps

Lewin

Forcefield analysis

3. Be able to devise an implementation plan

3.1 Devise an implementation plan to install coaching programmes within an organisation

3.2 Devise an implementation plan to install mentoring programmes within an organisation

This learning outcome requires the production of an actual implementation plan, whether this be a simulated or an actual one depending on the circumstances of the learner.

Areas and stages to consider include but are not necessarily limited to:

Identifying a sponsor for the project

Setting objectives

Agreeing resource requirements / business planning as needed

Creation of policy and procedures / framework


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Creation of ‘job’ descriptions for coaches and mentors

Devising communication plans

Launching the initiative

Selection activity coaches/mentors/ externals as needed

Ongoing scheduling / allocation of coaches and mentors

Training

Milestones and reviews/ reporting (see LO 4 below)

Evaluation and determining impacts (see LO 4 below)

4. Be able to evaluate the impact of the coaching and mentoring plan

4.1 Evaluate the impact to an organisation of establishing coaching culture

Linking in part to LO1, this learning outcome can, ideally be readily responded to as one discussion (or separated if preferred) and should either exhibit an actual evaluation of a coaching and mentoring programme or, narrate how this would be undertaken. Learners should also ensure that, by separate narrative or otherwise, they consider the relevance of a coaching and mentoring ‘culture’ as outlined in the assessment criteria. It may be appropriate, depending on the nature of the evidence supplied, for the Learner to contextualise the discussion by discussing what ‘culture’ is within organisations. In so doing there is a diverse array of contributors that they can draw from to support the depth and breadth of research required at level 7. These include, but are not confined to: Handy, Morgan and Schein.

Establishing ‘impact’ is often a difficult causal link to demonstrate and learners should consider how, (ideally in


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4.2 Evaluate the impact to an organisation of establishing mentoring culture

their own organisational context) the value of coaching and mentoring would manifest. This will in turn inform the measures/metrics that might be engaged as part of the review and evaluation process that identifies impact. Examples of ways in which impact might be demonstrated could include, but are not confined to:


Through appraisal or supervision processes or other methods of performance review

Establishing a baseline measure for areas of organisational, team or individual performance that require improvement through coaching and mentoring; thus enabling changes to performance to be identified e.g. turnover levels in a department, levels of competence, absence levels

5. Understand how to develop skills as a leader in coaching and mentoring

5.1 Assess current skills of communications and people development to support personal practice of coaching

5.2 Assess current skills of communications and people development to support personal practice of mentoring

This learning outcome can be supported by the practices of personal development and personal development planning with such approaches being usefully served by the personal development planning cycle which contains the following: establish the purpose/direction> identify development> look at development opportunities> formulate action plan> undertake development> record outcomes> review and evaluate.

In assessing their current level of skills, LEarnerss can look to tools such as: competency mapping, personal gap analysis, personal SWOT, skills inventory, 360 degree appraisals or similar approaches to make this assessment.


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5.3 Identify development opportunities to meet personal skills needs and to develop own practice

5.4 Evaluate skills and practices and produce a personal development plan in relation to coaching skills

5.5 Evaluate skills and practices and produce a personal development plan in relation to mentoring skills

For this section, Learners will need to identify HOW they might address their identified development needs considered in 5.1 & 5.2 above. Such development opportunities may include but are not limited to:

Formal education / training

Secondment

Work shadowing

Coaching and mentoring

Project work

Volunteering

Networking

Joining groups and committees

Private study

Observation

This element requires the production of an actual personal development plan (PDP); these tend to follow a similar format and are available readily from the internet or may be available from within the Learner’s own organisation. Learners should evaluate the entries made on the PDP for relevance to the objective of developing their skills as a leader in coaching and mentoring e.g. if Non-verbal communication skills were deemed key to the leader’s ability to coach and mentor then the PDP may contain the following entries:

What is the skills need?

Why these skills are important?

How these skills will be developed?


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Who is responsible for making this happen?

What resources are required?

When should this be accomplished by?


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Title: Developing performance management strategies CMI’s Unique Selling Point (USP) is that our centres can deliver and assess our qualifications in a variety of ways, provided the learner demonstrates achievement of the assessment criteria. The good practice details offered below aim to support our USP and at the same time give our centres an idea of the type of evidence of knowledge, understanding or ability that we would wish to see from learners.

When assessing this unit please be aware that the learner has to meet all the assessment criteria in order to pass. The unit is written using framework level descriptors and the assessment criteria is at a level 7 level of difficulty.

Unit aim: This unit is about ensuring that the performance of the team contributes to

meeting strategic objectives.


Number

A/504/9068


Hours

25

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Be able to set performance targets of teams to meet strategic objectives

1.1 Assess the links between team performance and strategic objectives

1.2 Evaluate tools and techniques available to set team performance targets

At the outset, you need to be able to demonstrate your understanding of the overarching reasons for organisations to introduce performance management initiatives in line with strategic goals. Then you need to consider the impact of effective team performance on strategic objectives – what value is added for the organisation and for the individual? What are the key benefits to organisations of team performance and alignment? This part of the section would benefit from a practical example of the links between team performance and strategic objectives – it is often helpful to use the experience of your own workplace or previous employment when preparing examples.

There are many models and tools (Armstrong’s performance management sequence, Deming’s PDCA Cycle) that can be used to set team performance targets


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1.3 Assess the value of team performance tools to measure team performance

and you need to be able to demonstrate your understanding of how setting targets can impact upon business success. How can a leader increase the level of engagement and commitment amongst team players? In your response you need to evaluate different tools. Carefully choose tools and techniques that clearly demonstrate different approaches so you do not end up with too many similar models in your response. You need to show a critical understanding of the tools and how they can be applied. Consider your own personal experiences to illustrate advantages and disadvantages and in addition, you need to show that you have researched examples of how performance management has been initiated within a number of organisations across industry sectors. Bring in a variety of examples from across different cultures, sectors and sizes of organisations as this will enable you to demonstrate deep understanding.

Understanding why organisations put measures in to monitor team performance needs to be outlined. Some frameworks such as McKinsey 7S or IMPAQ’s critical success factors can be applied to demonstrate performance against organisational objectives. Draw on your own experience of the workplace to identify different methods of reviewing team performance. An understanding of the history of the development of performance management systems would add value to your answer.

2. Be able to agree team performance targets to contribute to meeting strategic objectives

2.1 Determine required performance targets within teams against current performance

You need to show critical understanding of a number of different tools that can be used to measure individual performance within the team. You are asked to consider how the team’s current performance level can be factored in. There are many models that can be used such as: Balanced Scorecard, Business Process Re-engineering, EFQM Excellence model, Kaizen Blitz, and Six Sigma.


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2.2 Discuss the need to encourage individual commitment to team performance in achievement of organisational objectives

2.3 Relate the application of delegation, mentoring and coaching to the achievement of the organisational objectives

2.4 Evaluate a team performance plan to meet organisational objectives

The choice of tools might be determined by the current performance levels of individuals and teams – some models are more suited than others to improving motivation or under performance, for example. Others are best used for situations where conflict is apparent. Examples showing the practical application of tools would assist in demonstrating your ability.

All teams are made up of individuals – knowing what motivates individuals is critical to understanding team performance. Consider situations where an individual’s behaviour has affected team performance - in both positive and negative ways. You could review how managers have dealt with these situations and the outcomes achieved.

Understanding and defining delegation, mentoring and coaching is initially required. Consider how delegation has been used to best advantage in the workplace – and its impact on employee motivation. Mentoring is increasingly being used to enrich individuals in an informal way – either individually set up or initiated by the organisation. How does this impact upon organisational objectives? Coaching is used by many organisations as a means to improve specific aspects of performance. Think of examples of a positive outcome for an individual – and the impact of this on the performance of the organisation.

You need to refer to a team performance plan and evaluate its use within the organisation. Consider your own working experience and your personal use of team performance plans. Have they enabled you and your team to improve performance? How were they enforced? How was the team performance monitored? You may refer to a situation that would have benefitted from a team performance plan – what might the outcome have been


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had this been enforced?

3. Be able to monitor actions and activities defined to improve team performance

3.1 Assess the process for monitoring team performance and initiate changes where necessary

3.2 Evaluate team performance against agreed objectives of the plan

3.3 Evaluate the impact of the team performance in contributing to meeting strategic objectives

Refer to a team performance plan and outline the process that is involved from the outset. Indicate how the objectives are incorporated within the plan and the methods in place for monitoring performance of both the task and individuals’ performance. Do the methods used have a positive impact on team performance – or do they need to be adapted to meet the team needs? It would be beneficial to outline an example of how you have initiated changes to the monitoring process, and why this change was necessary.

Consider how team performance is measured against the objectives set. How are individual motivation levels managed throughout? What measurement targets are in place? How is performance measured over time? Use a practical example of a team performance plan to critically evaluate team performance against the plan objectives. You will need to demonstrate that you have reviewed this from a number of different perspectives.

Taking your work at AC 3.2 a stage further, evaluate the impact of the team performance on the objectives of the organisation. What was achieved by the team? Did performance enable the organisation to move forward? If not, why not? What were some of the internal and external factors that affected performance? Reference to relevant PESTLE factors and internal issues e.g. employment relations might be helpful. How did the use of the team performance plan enable the team to perform in a way that contributed and met strategic objectives? Consider how monitoring and feedback impacts team performance.

4. Be able to apply influencing and persuading skills, to the dynamics

4.1 Determine influencing and persuading methodologies to gain the commitment of individuals to a course of action

You need to consider a number of motivational theories (such as Maslow’s Hierarchy of Needs, Herzberg’s two


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and politics of personal interactions

4.2 Discuss the impact of individual dynamics, interests and organisational politics on securing the commitment of individuals to a course of action

factor theory of motivation, McGregor’s theory X and theory Y) and how these can be applied within the workplace. You might also review the advantages and disadvantages of bonus schemes. As well as drawing on personal experience, you can use these models to demonstrate how commitment levels vary amongst individuals. These models can then be used to try to predict and influence future behaviour amongst team members. Refer to practical examples from your own experience (or that of colleagues) to really demonstrate your understanding.

Every organisation has its own personality and within this its own political arena. This may be more apparent within larger organisations, but can be equally evident within smaller organisations. Refer to the theory outlined above – Maslow, Herzberg and McGregor (as these can be used to determine the prevailing culture within your organisation) and relate this to your own examples of the impact of “office politics” within the workplace. You need to be able to provide examples and to outline how political awareness enables managers to influence and engage individuals.


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Title: Implementing organisational change strategies CMI’s Unique Selling Point (USP) is that our centres can deliver











Unit aim: This unit is about identifying, developing and implementing change

strategies to meet organisational objectives, using a range of

management models, tools and techniques.


Number

Y/504/9076


Hours

25

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Understand how to apply

solutions to organisational

change

1.1 Identify a range of organisational change, models or

frameworks

1.2 Apply a range of creative problem solving techniques to address change challenges

1.3 Identify and justify change solutions that link to organisational strategic plans

You could introduce your work on this unit by establishing your understanding of why change takes place (you could refer to Handy) and outline how change impacts upon organisational behaviour. It might help to refer to your own organisation or a previous workplace and identify example situations where change has occurred, or to use this unit as an opportunity to work through the implementation of an organisational change.

You could then relate your experience to some of the models and process frameworks and models outlined below and identify how these could apply within your own experience:

The balanced scorecard

The big picture

Business Process reengineering


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EFQM Excellence model

Kaizen Blitz

ISO 9001 Quality system

Six Sigma

In this section you could apply several creative problem solving techniques to change challenges in your organisation. These might include:

Lateral thinking (Edward De Bono)

Mind mapping (Tony Buzan)

Brainstorming (Alex Osborn)

Rich pictures (Peter Checkland)

Focus groups

Away days

Innovations laboratories

Alternatively you could refer to Kirton’s approaches to problem-solving and relate your organisation to innovator - orientated creativity or adaptor-orientated creativity. Consider alternative organisations or workplaces and how creative problem solving is managed within different contexts.

Having looked at models which instigate change, and applied creative problem solving techniques, you should be in a position to identify and justify change solutions. These firstly need to be matched against organisational aims and objectives and checked for alignment. The use of workplace examples would add value to your answer.

2. Understand how to develop

a change strategy using

2.1 Evaluate a range of change implementation models

2.2 Identify the criteria to select a change implementation

In this section you could evaluate a number of the change implementation models outlined. You need to demonstrate that


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implementation models model that supports organisational change you understand the pros and cons of the different approaches and how they might suit a range of change situations. The use of a tabular format might assist in the presentation of your answer.

Lewin’s Unfreeze, change and unfreeze model, and Force field analysis

Beckhard and Harris’s taged process of change model

Beckhard, Harris and Pritchard’s The change equation

Kotter’s Eight-stage process

Balogun and Hope Hailey – The change kaleidoscope

Johnson and Scholes – The cultural web

Having evaluated a range of the above models, you could then identify the criteria that you would use to select the most appropriate model for use within your context. Suggestions for criteria to consider may involve thinking about some of the questions below. This list is not exhaustive – but will enable you to start to think about these models in a meaningful way.

Does the change implementation model enable me to follow a systematic approach?

Are all stages clearly outlined?

Does the change implementation model allow me to factor in the strategic vision clearly?

Does the model enable me to consider potential resistance to change?

Does the model allow me to consider potential periods of uncertainty?

Does this model enable me to identify the cultural


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impact of change?

Does the model allow me to consider the impact on individuals within the organisation?

Does the model value the importance of communication of change?

3. Understand how to analyse

an organisational response to

change

3.1 Demonstrate the use of analytical tools to monitor the

progress and the effect of change

3.2 Assess monitoring and measurement techniques to change within an organisation

3.3 Analyse strategies to minimise adverse effects of

change

All change programmes need to be carefully constructed so that their success can be monitored throughout all stages of the process – at the beginning, the middle and the end. The Balanced Scorecard criteria can be used in line with organisational culture and values as analytical tools in monitoring the progress and effect of a project. Nelson and Aaron’s Stages of Commitment and the Kubler-Ross Change Curve are other useful tools you might consider. Your response in this section needs to show that you have applied more than one analytical tool, and have looked at both hard (quantitative measures) and soft techniques (qualitative measures).

Having used some of the analytical techniques in 3.1, you are now asked to assess their usefulness. Your assessment should acknowledge both positive and negative aspects of the tools and techniques, and could show consideration of questions like:

Was monitoring carried out over a period of time – or just at the end?

Was the focus on the “people” component?

Was hard factual data used as a means to judge how well the project was performing? Or was it a mixture of both hard and soft measures?

You could consider change initiatives that have taken place within your organisation and analyse strategies that could have minimised any adverse effects on a range of stakeholders.


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What worked well? What didn’t work well? You need to consider causes of resistance or barriers to change in your experience? Force Field analysis could help here. Consider a range of strategies that could have enhanced the experience, for example – effective communication about the reason behind the project, connecting with employees from the outset of the project or dealing with resistance in an upfront and positive way.

4. Be able to evaluate the

impact of change strategies

4.1 Identify the processes to review the impact of the

change

4.2 Analyse the results of the impact review

4.3 Present the findings of the impact review

In this section you need to be able to evaluate the impact of a change programme in stages. Even within the same organisation, opposing views may exist on how a change programme’s success was interpreted – this ambiguity can be reduced by using appropriate processes. You can link this back to one of the models that you referred to at the outset – such as Kotter’s model or Beckhard and Harris’s change model. You could refer to the American Evaluation Association who identified two main levels for evaluation: strategic evaluation and operational evaluation.

Consider how results have been analysed within your own experience of a change initiative. Results from the impact review will come from different sources - hard measures to rate success include: on-time achievement of stages in the plan, growth in revenue, increased number of inquiries, reduced processing time, for example. Benchmark data may provide useful information. In addition you may need to access soft data through staff surveys or 360 degree feedback techniques.

Soft measures to rate success are likely to include the people aspect and will concern – motivation levels, morale and behaviours – that can be assessed through surveys or formal discussions.

Presenting findings from the impact review will be determined by the nature of the project and its level of impact on the organisational strategy. You could refer to your own experience


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of how feedback about the change project in your example was delivered and consider the effectiveness of the communication to different audiences in instilling enthusiasm and understanding about the project.


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Title: Managing organisational culture CMI’s Unique Selling Point (USP) is that our Centres can deliver


Learner demonstrates achievement of the assessment criteria.


and at the same time give our Centres an idea of the type of


wish to see from Learners.

When assessing this unit please be aware that the Learner has to

meet all the assessment criteria in order to pass. The unit is



Unit aim:

This unit is about organisational culture, its impact on strategy, performance and the development of appropriate cultures; it also addresses national cultural difference.

Level: 6 Unit number: 6001V1 QCF Unit Number

F/504/9041

Credit value:

7 Guided Learning

Hours:

30

Learning outcomes The Learner will:

Assessment criteria The Learner can:

Good Practice

1. Understand how organisational culture can impact on organisational behaviour

1.1 Analyse the concept of culture to organisations

1.2 Compare the traits of power culture, role culture, task culture and person culture

1.3 Evaluate internal and external factors that could

This is quite a complex concept and thorough research is required as a starting point, there are many theorists in this area and you should be reviewing the work of a number of them, possibly including, but not limited to Cameron, Cooke, Deal & Kennedy, Dennison, Handy, Harrison, Hofstede, Johnson, Kotter, Mulder, O’Reilly, Chatman & Caldwell, Parsons & Shils, Ravasi & Schultz and Schein. A description of key factors such as rituals, routines and behaviours would be useful.

You could consider these traits by looking at the rate of change in an organisation against the complexity of the processes involved. You may wish to present this comparison as a chart. It might be helpful to review your own organisation against Handy’s model, and where different cultures might exist in different parts of the organisation, compare the impact this has on behaviours and outcomes.

You are required here to critically appraise the factors influencing organisational culture. You might use your own organisation or an


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influence organisational culture, including national cultures organisation with which you are familiar when conducting your evaluation. External factors might be firstly identified using the STEEPLE/PESTLE model. There is a range of internal factors including knowledge, expertise, task design, role structures, and levels of empowerment. Many factors may be considered as influential, such as the individuals involved (and their gender) including staff, customers and other stakeholders; the nature of the business, its history and traditions, the leadership and management styles and the legislation, policies and procedures in place. You may wish to concentrate on specific factors, in which case you need to very briefly say why you have chosen to do this and must show a broader awareness of other possible factors.

Your evaluation should include consideration of whether the factors influence the culture in a positive or negative way. In this section you must ensure you include reference to the influences of national cultures. You could use an international organisation as an example, or a national organisation that trades across national cultures. Hofstede’s work may assist in this area.

2. Understand the relationship between organisational culture, strategy and performance

2.1 Identify values and cultures that encourage behaviours consistent with organisational strategy

2.2 Evaluate personal managerial behaviours that reinforce organisational values and cultures

You should first explain the organisational strategy or strategies that you are considering. If you are able to base your answer on your own organisation, or one with which you are very familiar, that would be useful. Otherwise you may wish to present your answer as a comparison between two companies with very different cultures, you may wish to use a chart to present this.

You will need to draw on personal experiences for this section. You could investigate those behaviours which are thought to reinforce organisational values and cultures and compare whether you and other managers in the hierarchy are behaving in this way. You could consider how closely the behaviours exhibited by the top leadership team replicate the organisation’s stated values, and whether these behaviours are mirrored in other parts of the organisation – if not, you could appraise why this might be case. It would be helpful if you were able to involve staff


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2.3 Establish how to communicate organisational values to the organisation that motivate the organisation to apply these values

and colleagues, and even possibly stakeholders, in the evaluation of managerial behaviours, to ascertain their perceptions. You should be able to comment on to what extent you are personally reinforcing organisational values and cultures and how you could further develop or change your behaviour to do so more effectively.

This section gives you the opportunity to explain how you translate your organisation’s values into behaviours and how you encourage these behaviours. Again you may wish to focus on particular methods, whilst acknowledging that there are many. You could consider, areas such as sharing results, rewards, living the values, reviewing and recruiting all in a way that all reflect the organisation’s’ values. You could apply communication theories and models as well as motivational theories to your examples to further illustrate your depth of understanding.

3. Understand the techniques of cultural development

3.1 Discuss the tools available to an organisation to identify and develop its culture

3.2 Devise methods of dealing with messages and behaviours which are in conflict with organisational values

To identify an organisation’s culture requires some kind of measurement to ascertain the current situation. You should investigate what types of measuring tools are available, such as the Organizational Cultural Assessment Instrument (OCAI) developed by Cameron and Quinn (2006), the Denison Organizational Culture Survey (DOCS); Scott et al’s review for Health Care may be a useful place to start. Once you have discussed the development of the culture to meet strategic aspirations, you could then go on to discuss how you can move from the current situation to where you would like to be. You may wish to consider areas such as top management commitment and clear objectives and how these relate to things such as energy, attitudes, vision, performance, satisfaction, challenge and support.

You may wish to write or re-visit your organisation’s policies (such as promoting multi-culturalism, DDA, and associated sanctions for breaching) to answer this section. You have the opportunity to explore the use of rewards and sanctions, teaching and training,


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3.3 Determine legitimate strategies and tactics to influence people in support of organisational values

3.4 Evaluate how national differences and cultures can impact on transferability of organisational structures, systems and processes

recruiting and releasing, but do not feel that you are limited to these.

This is closely linked with AC 3.1 and tools that are used to develop the culture may also be appropriate to influence people to support the organisational values. Other strategies may also be available (such as Cialdini’s Six Principles of Influence, 1984), and these should also be explored. Your answer should justify why you consider these strategies to be legitimate.

You may wish to present this as a comparison by considering what is entirely acceptable in one country or culture but is not in another. You should explain why this may be and suggest how it could be addressed in terms of changes to organisational structures, systems and processes and evaluate the possible impact upon these areas. The work of Hofstede may help in this regard, and there may be links to some of the work you have presented at 1.3.


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Title: Leading equality and diversity CMI’s Unique Selling Point (USP) is that our Centres can


provided the Learner demonstrates achievement of the

assessment criteria. The good practice details offered below

aim to support our USP and at the same time give our Centres

an idea of the type of evidence of knowledge, understanding or

ability that we would wish to see from Learners.

When assessing this unit please be aware that the Learner

has to meet all the assessment criteria in order to pass. The

unit is written using framework level descriptors and the

assessment criteria is at a level 5 level of difficulty.

Unit aim: This unit is about organisational commitment to equality and diversity, and

its application and support throughout the organisation.

Level: 6 Unit number: 6004V1 QCF Unit

Number

R/504/9044


Hours:

30

Learning outcomes

The Learner will:

Assessment criteria

The Learner can:

Good Practice

1. Understand the commitment to equality of opportunity and diversity

1.1 Evaluate the organisation’s commitment to equality of opportunity and diversity

1.2 Discuss how behaviour, actions and words, of all members of the organisation, support the commitment to equality of opportunity and diversity

ACs 1.1 and 1.2 are closely aligned and you could answer both together. It would be helpful to begin your answer by summarising the organisation’s policies pertaining to this area and outlining how they are implemented. You need to evaluate the organisation’s commitment to the equality of opportunity and diversity; this could be done, in part by a staff survey, to try to ascertain whether the staff considers the organisation to be committed. Other evidence may be obtained from the organisation’s records regarding discipline and grievance cases and subsequent appeals, or from results of existing employee opinion surveys. Informal observations and feedback from colleagues may provide additional information to support or challenge your findings from the formal route. Your evidence would also benefit from commenting on how the policies are communicated to staff and other stakeholders, and an acknowledgement of how closely reality mirrors the written intent. It would be useful to use real-life examples to illustrate


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1.3 Identify organisational and personal responsibilities and liabilities under equality legislation and/or codes of practice

your answer.

It would be useful to summarise current equality UK legislation, regulations and industry/organisational codes of practice relevant to personal responsibilities and liabilities and go on to explain the responsibilities of individual’s and the organisation.

2. Be able to conduct the application of equality of opportunity and diversity

2.1 Describe the organisation’s equality and diversity policies and how these are communicated within the organisation

2.2 Assess the application of the organisation’s commitment to equality of opportunity and diversity

2.3 Conduct a review of the diversity of the workforce against the local and/or national population and identify areas for review

You could start by describing the key characteristics of the organisation’s policies, you could go on to identify how closely they match legal requirements, and any additional clauses that they may have been added. Your section on communication may include communication with new staff, reinforcement with existing staff, and how new and/or up-dated policies are communicated. An assessment of how well the organisation communicates its E & D policies will help you answer the next section (AC 2.2) as will the extent to which the organisation only included the minimum legal requirements in its policies and how it goes about implementing the policies.2.2 also links strongly to 1.1 and 1.2, although the focus of this criterion will be on management practice.

Your answer here could include a summary of the diversity of local and national population to establish the benchmark. The ONS is a good source of information regarding UK population statistics. As regards the diversity of your own workforce, some organisations collate this information in the HR department. Otherwise, a simple survey will reveal the actual diversity of the workforce. From your findings you could then outline the areas where there is a mismatch (e.g. is there a gender or ethnicity bias), You could consider if there are any reasons for this mismatch – valid or otherwise – and identify areas for review – e.g. recruitment and selection practices, job design and description.

3. Understand the needs of others in relation to equality

3.1 Explain the requirement to understand individuals’ needs, feelings and motivations, and to take an interest in their

It would be helpful to start your answer with an overview of Needs Theory and how taking an interest links with motivation (for example McClelland, Maslow, Murray). Your evidence


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of opportunity and diversity concerns

3.2 Evaluate the impact of showing respect to others, recognising their value and upholding their rights

3.3 Describe the need for integrity, fairness and consistency in dealings with individuals

3.4 Outline a process for dealing with others whose behaviours, words or actions do not support a commitment to equality of opportunity or diversity

would be enhanced if you were to analyse the impact for the organisation if the individuals’ needs, feelings and motivations were not taken into consideration. You could extend this to address AC 3.2, where the measure of the impact of showing respect to others, recognising their value and upholding their rights should be evaluated against the achievement of organisational objectives and up-holding staff welfare policies. You may also wish to include integrity, fairness and consistency in this piece of work, as the evidence for AC 3.3 could be the conclusions drawn from your work above, if planned in that way. Your description could include the impact as a consequence of not dealing with individuals with integrity, fairness and consistency.

You could present your answer as a policy document, you may wish to consider rewards as well as sanctions, recruitment and releasing processes, whistle-blowing and support processes such as education and training. Workplace examples – anonymised as necessary - would add value to your answer.